| In recent years, achievement motivation was an active research topic, and it's very important for a man's development as social motivation, especially for primary and high school students. Only understanding characteristic of achievement motivation, can we develop them consciously, and build a good base for intending development. To develop achievement motivation, we need connect it with achievement attribution and achievement goal orientation .The research is designed to aim at exploring the development characteristics of achievement motivation, achievement attribution and achievement goal orientation of primary and high school students; and building a model of triad to find their relationThe research adopted questionnaires among 662 primary and high school students, and the results were as follows: (1) There was descending of achievement motivation with the increase of grade, and there was obvious difference of city and country. (2) Students attribute success to stable factors: teaching quality and lasting hard ,and attribute fail to unstable factors: such as mood and luck. Their attributions have clear difference of city and country, sex and grade. They believe that the result of failure can change, and expect success the next time by effort. When the students succeed, they feel delighted and surprised and pleased first. When they fail, they produce guilty and upset, the next in order is from inferior and anger. (3)Achievement goal orientation has difference of city and country and grade. (4) Achievement attribution or achievement goal orientation as inside and outside latent variable have prominent positive effect on achievement motivation. The influence of achievement goal orientation to achievement motivation is obviously more than higher to the influence of achievement attribution to achievement motivation. Put achievement attribution and achievement goal orientation together in order to develop achievement motivation, which points out a direction for future research.
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